WorksheetsCLIL QUIZ
Total questions: 36
Worksheet time: 27mins
The aspect within the Language Triptych that makes transparent the language needed by
learners to operate in a learning environment where
the medium is not their first language and understand the content of the lesson is referred to as:
language for learning.
language of learning.
language through learning.
The language that could be helpful in a CLIL class, but is not absolutely necessary is typically
referred to as:
subject-specific language.
content-compatible language.
content-obligatory language.
According to Bloom's taxonomy, HOTS are placed at the bottom of the pyramid representation
and LOTS at the top of it:
True
False
What is a correct statement about CLIL?:
The CLIL approach encourages teachers to keep using the favorite strategies and to apply standard best practice in education.
The CLIL approach involves a new way of teaching and therefore breaking free from what teachers are used to doing in class.
The CLIL approach is a subtractive model that seeks to enrich the learning environment
The aspect within the Language Triptych that refers to the language that develops as new
knowledge, skills and understanding is achieved is referred to as:
language for learning.
language of learning.
language through learning.
As CLIL teachers we should try:
to provide a variety of language models so that students hear the CLIL language spoken by different people in different contexts.
not to provide a wide range of language models so that our students do not get confused and overwhelmed with different accents.
To change our voices, pitch and accent to imitate several language models for our students to acquire them.
In CLIL:
balanced focused between content and language in the classroom is intended
content dominates over language objectives. l
anguage is more emphasized than content.
_________ includes technical vocabulary, multiple meaning words, syntactical features and
language functions:
Language through teaching.
Content compatible language.
Content obligatory language.
In a CLIL classroom, HOTS can be encouraged and fomented through:
group activities that involve cooperation, problem solving and questioning.
tasks that require describing, understanding and factual knowledge.
mixed activities including pair, group and individual work.
The guiding principle of communication is closely linked to: students feeling members of a learning community.
students feeling members of a learning community.
students analyzing achievement of learning outcomes independently, with other students and with the teacher.
students and teachers co-constructing and negotiating meaning.
There are many CLIL programs depending on:
the amount of time that students are exposed to the language of instruction.
the number of students in the classroom.
the linguistic outcomes.
Bilingual education is a twenty-first century new educational phenomenon:
False
True
According to the CLIL approach,:
It is not necessary for teachers to plan on the four skills, textbook activities already consider them all.
it is advisable to look for and provide opportunities to combine all four skills into one activity or a series of tasks.
it is better to address one specific skill at a time and in each lesson.
The guiding principle of cognition closely relates to
students being able to synthesize, evaluate and apply knowledge and skills acquired in several subjects.
students having the self-confidence and skills to work within a group balancing their personal interests and those of others.
desk placement, displays on classroom walls and other available resources supporting learning.
The CLIL model that is based on the idea of BICS and CALP by comparing the cognitively demand with contextual language support of any given activity is known as:
Bloom's taxonomy.
the Cummins Matrix.
the 4 Cs.
Teaching in CLIL does not necessarily requires more preparation time and greater cooperation
among teachers:
False
True
The guiding principle of content has to do with:
students applying new content and developing related skills through experiential activities
students and teachers as partners.
language skills being promoted in all subjects.
_______ is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language:
CLIL.
Bilingualism.
Immersion.
Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content as well as student interests and needs:
False
True
In order to keep challenging our students, we should:
take a placement test to find out the exact level of our students and use that level constantly.
use a level of language in class that is one step ahead of theirs, that is, enough to make them work at it without making it too hard
use a level of language in class that is a slight step behind of theirs so that they do not feel frustrated for not understanding.
According to the CLIL approach, content and language learning will be effective even if learners are not cognitively engaged since learning is integrated:
True
False
In a CLIL classroom:
individual activities need to predominate to facilitate internal and individual acquisition of the language and the content.
proactive strategies such as groupwork, pairwork and activity centers are more effective than having a class do primarily written exercises that are later corrected by just one student.
collabotive work must be carried out before individual work.
Regular, short, continuous exposure to CLIL delivered in the target language for 15 or 30 minutes several times a week. They are often associated with Primary schools and are usually taught in one subject area are typically known as:
partial immersion.
CLIL modules
language showers.
The acronym HOTS stands for:
high order in transitional sentences.
high organization in time slots.
higher order thinking skills.
When, as part of research, teachers were asked what they felt were essential elements in supporting language learning in content classes, one of the
predominant answers was:
Creating a psychologically and physically safe environment
Support materials
Specific language learning activities
To determine existing student knowledge so we can plan teaching better, to determine student
achievement levels for measuring progress in attaining content, language and learning skills, to
understand student interests, attitudes and learning styles, to involve students in taken greater
responsibility for their learning and to obtain information needed to make decisions about how to
deliver on improving learning are key reasons for:
organizing assessment
giving more weight to content over language.
developing critical thinking skills.
The language, themes and content of CLIL classrooms must
be relevant and of interest to the students.
related to students' future
those proposed by the textbook selected.
The framework that illustrates CLIL as an integration of content, language, cognitive skills and
culture is known as:
The Cummins Matrix.
The Language Triptych.
The 4 Cs.
Focusing primarily on content helps to facilitate language learning, especially when language learning in content classes receives regular and systematic attention
False
True
Assesment in a CLIL class is done:
based on planned curriculum outcomes, through peers and through student self- evaluation.
based on preestablished criteria shared with the students, through student portfolios, by using evaluation grids and checklists.
both answers are correct.
Which of these statements is the correct one?:
The L1 can be used at the beginning of the course, when students are still not familiarized with the target language.
In CLIL classrooms the use of the L1 should be avoided at all cost.
Our teaching goal must be to develop our students' desire to learn and speak through their internal motivation and the intrinsic rewards their learning will bring.
In CLIL classes communication is of primary importance; therefore, it is more important for students to communicate than to worry about having perfect grammar:
True
False
The aspect within the Language Triptych that explores what language learners will need to access new knowledge and understanding when dealing with the content is referred to as:
language for learning.
language through learning.
language of learning.
Scaffolding refers to:
favoring peer cooperative work.
planning lessons involving parents and the whole educational community.
building on a student's existing knowledge, skills, attitudes, interests and experience.
Dual language education usually describes:
a classroom with approximately equal numbers of minority language students and majority language students, in which both languages are used for instruction.
a classroom with a higher number of majority students than minority ones, in which the dominant language is the medium of instruction.
a classroom with with a higher number of minority students than
majority ones, in which the dominant language is the medium of instruction.
Research has discovered that, against common sense, CLIL students perform as well as or even outperform non-CLIL students in terms of learning content. In fact, far from interfering with content acquisition, CLIL can actually facilitate it:
False
True
